VEX 312 TEACHING THE COMMON COMPETENCIES IN INDUSTRIAL ARTS

Name of Student __________________________________________________________________________

Course: _______________________________________Year and Section_____________________________
Address: _________________________________________________________________________________
Email Address: ____________________________________________ Contact No.:_____________________
Subject Instructor: LEA EVANGELISTA-MICIANO

MODULE 3. COMPETENCIES AND LEARNING OBJECTIVES

LEARNING OUTCOMES: At the end of the module, the student must have:
 identified the meaning of competency,
 differentiate competency from learning objectives,
 list learning objectives and competencies of a given topic
 create a Venn diagram that show similarities and differences of competencies and learning objectives.

CONTENT:
COMPETENCIES AND LEARNING OBJECTIVES

What is a competency?

A competency is the capability to apply or use a set of related knowledge, skills, and abilities required to
successfully perform "critical work functions" or tasks in a defined work setting. Competencies often serve as
the basis for skill standards that specify the level of knowledge, skills, and abilities required for success in the
workplace as well as potential measurement criteria for assessing competency attainment.

The difference between a competency and a learning objective

Competencies define the applied skills and knowledge that enable people to successfully perform their work
while learning objectives are specific to a course of instruction. Competencies are relevant to an individual’s job
responsibilities, roles and capabilities. They are a way to verify that a learner has in fact learned what was
intended in the learning objectives. Learning objectives describe what the learner should be able to achieve at
the end of a learning period. Learning objectives should be specific, measurable statements and written in
behavioral terms. In short, objectives say what we want the learners to know and competencies say how we
can be certain they know it.

Here is an example of competencies and learning objectives relating to the competency:

Competency:
 Utilizes appropriate methods for interacting sensitively, effectively, and professionally with persons
from diverse cultural, socioeconomic, educational, racial, ethnic and professional backgrounds, and
persons of all ages and lifestyle preferences (competency from: Council on Linkages Between
Academia and Public Health Practice)

Learning objectives from a course that relate to the above competency:

 Describe the demographic trends and epidemiological trends related to diverse populations in the
United States and abroad
 Compare and contrast diversity and cultural competency in the public health context
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 VEX 312 TEACHING THE COMMON COMPETENCIES IN INDUSTRIAL ARTS

 Identify a framework to design culturally competent public health care services for diverse populations

How to write a competency:

1. Begin with a present tense action verb.
(Example: Convert meters to points and inches.)
2. Each action verb requires an object.
(Example: Identify bacteria, fungi, and parasites.)
(Verb followed by object)
3. Each competency is measurable and/or observable.
(Example: Describe general methods of child study by describing such procedures
as longitudinal study, case study and correlational study.)
4. Each competency is based on performance.
(Example: Evaluate literacy genre from a historical perspective by comparing
and contrasting the literary works in the 19th Century.)
5. Do not use evaluative or relative adjectives.
(Do not use words like good, effective, appropriate.)
6. Do not use evaluative or relative adverbs.
(Do not use words like quickly, slowly, immediately.)
7. Do not use qualifying phrases.
(Do not use a phrase such as “Write with greater confidence.”)
8. Say what you mean, using only necessary words.

Content
1. Use all domains as appropriate: cognitive, psychomotor and affective.
2. Build the level of learning from the lowest level to the highest level in each domain, e.g., from
knowledge to evaluation in the cognitive domain; from imitation to naturalization in the psychomotor
domain; and from receiving to characterizing in the affective domain.
3. Organize similar knowledge, skill and abilities together into a competency, developing a smaller
number of competencies rather than an extensive number of knowledge, skills and ability outcomes.
4. Introduce the knowledge, skills and abilities required for transfer to upper division programs, or
performance in career.
5. Relate competencies to prerequisites and general education requirements.

REFERENCE:
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 VEX 312 TEACHING THE COMMON COMPETENCIES IN INDUSTRIAL ARTS
Revision based on Bloom, Taxonomy of Educational Objectives. Handbook I; Dave, Developing and Writing
Behavioral Objectives; and Krathwohl, Bloom, and Masia, Taxonomy of Educational Objectives. Handbook II.
Found September 22, 2010 at
http://www.instruction.greenriver.edu/avery/faculty/pres/tesol04/comptetencies3.html

LEARNING ACTIVITY 1:
On the given explanation above, create learning objectives and competencies of a topic in your field of
specialization. Give at least three (3). Examples are given below.
TOPIC: Drafting Tools and Equipment
Objectives:
At the end of the topic, the student must be able to:
1. identify the commonly used drafting tools and equipment,
2. observe proper care and correct usage of tools in differentiated activities,
3. create an attractive visual project using drafting tools and equipment.

TOPIC: ________________________________________________________________
OBJECTIVES:
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TOPIC: ________________________________________________________________
OBJECTIVES:
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TOPIC: ________________________________________________________________
OBJECTIVES:
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LEARNING ACTIVITY 2:
Create a Venn Diagram showing the similarities and differences of competency and learning objectives.

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VEX 312 TEACHING THE COMMON COMPETENCIES IN INDUSTRIAL ARTS